lesson plan 1. are metals better than plastics?-1 aim ... · lesson plan 2. are metals better than...

LESSON PLAN 1. Are metals better than plastics?-1

Aim: Students will realise that objects are made of different materials according to their properties and use of the object.

Teaching objectives

• Vocabulary of objects in a sitting room. C1-C2• Types of materials: metal, glass, timber or wood and plastic.C1-C2• Introduction to the properties of materials.C2-C3

Learning outcomesLearners will be able to:

• Name the majority of objects and the 4 materials taught. C1-C2• Identify materials in real life objects.C3• Classify objects according to the material they are made of.C3• Make comparisons between materials.C2-C3

Activities

1. The teacher gives the students a handout where pictures of different objects of a sitting room are shown. The teacher reads the name of the objects twice, some of them may be on the pictures and some of them may not. At the same time the teacher shows the pictures in a powerpoint presentation. Students have to write the name of the object next to its object and after draw and give the name of two more objects that can be found in a sitting room, first individually and then compare with a partner. (see activity 1)

2. The teacher gives the students a handout where there is a grid with the name of the objects he/she has just read, students have to check if they have written the names correctly or if there is anyone missing and add their own. Apart from that they have to tick the material objects are made of. (see activity 2). Check the results in a plenary.

3. Students have to answer the questions in relation to the object a spoon. They have to write the answer and ask their partner (talking activity), using the writing/talking support. (see activity 3).

4. The teacher talks about other objects (other than a spoon) introducing some of the properties they will study in the next lesson while students have a text with blanks they have to fill in with the words given. (see activity 4).

5. Students have to classify the objects from the previous text depending on the material they are made of filling in a grid. (see activity 5). If there is not enough time to do it in class students have to do it as homework.

Núria Bou Plastics IES Valldemossa

Resources

For activity 1 use handout 1 and powerpoint 1, for activities 2 and 3 use handout 2 and for activities 4 and 5 use handout 3.

Evaluation

• While they are working individually or in pairs I will evaluate their work moving around the class using a grid which summarises the objectives.

• When results are checked with the plenary I will see how they have been working.

• At the end of the lesson I will think about what worked well and what didn’t.

Teacher's notes

C1 means contentC2 means communication

C3 means cognitionC4 means culture


../teacher_notes/01.pdf

../evaluation_grids/eg01.pdf

../handouts/handout1-3.pdf

LESSON PLAN 2. Are metals better than plastics?. Properties-1

Aim: Students will gain an understanding of the properties of materials

Teaching objectives

• Nouns, adjectives and concepts of the properties of materials. C1-C2• Investigate with regard to the four materials studied in the previous

lesson the following properties: hardness, electrical conductivity, density, permeability and light properties. C1-C2-C3

Learning outcomesLearners will be able to

• Understand the concept underlying each of the properties C1-C2• Name the various qualities of each of these properties. C1-C2• Identify the properties of different materials. C3• Make comparisons between materials. C2-C3

Activities

6. The teacher shows the students a powerpoint presentation. On each slide there is a property together with nouns and adjectives which explore the concept and a visual. While they look at the presentation they have to fill in a chart. (see activity 6).

7. Students will match sentences from two coolumns about the properties, in pairs and orally with a speaking support. (see activity 7).

8. Make predictions about the properties of wood or timber, plastic, glass or metal. Work first individually and then orally in pairs with a speaking support. (see activity 8).

9. The teacher with the help of some students will do the investigation of some of the properties in front of the class (see activity 9). The rest of the class has to complete and correct the previous grid, with the information derived from the investigation. Students have to write two sentences comparing the properties of the different materials with a writing support. Check the answers with the plenary.

Resources

For activities 6 and 7 use handout 5 and powerpoint properties2, for activities 8 and 9 use handout 6.


../powerpoints/properties_02.pdf


Evaluation




Teacher's notes






LESSON PLAN 3. Are metals better than plastics?. Properties-2

Aim: Students will think about the relation between the properties of materials and the use of objects made with these materials.

Teaching objectives:

• Giving reasons for using a particular material when making objects. C2-C3.

Learning outcomes: Learners will be able to:

• Give reasons for using a particular material when making objects. C2-C3.

• Complete their knowledge about properties of materials. C2-C3.• Show respect for others when playing games. C-4

Activities:

10. The teacher gives the students a handout with some why-questions they have to answer: first individually (writing) and then in pairs (orally). (see activity 10)

11. In groups of 4 students will play a card game. At the end of the game the winner will have the name of a material and three properties or objects of that material and he/she will read it aloud. (see activity 11)

Resources

For activity 10 use handout 7 and for activity 11 use handout 8 and 20 cards.

Evaluation




Teacher's notes







LESSON PLAN 4. Plastics in our lives-1.

Aim: Students will realise the large amount of objects made of plastic present in their lives and think about opportunities to reduce the use of plastics.

Teaching objectives

• Giving the names of different objects made of plastic. C1-C2• Explaining the advantages and disadvantages of plastics. C1-C3• Giving the importance of reducing the use of plastics. C4


• Name different plastic objects. C1-C2• State the advantages and disadvantages of plastics. C1-C3• Understand and express the importance of reducing plastic use. C4

Activities

12. The teacher gives the students a handout with a chart they have to fill in individually with the name of plastic objects they can find at home, in the car, in the street or in the classroom (see activity 12). With speaking support they work in pairs comparing what they have written on the chart and filling in gaps where they haven’t found enough objects for a certain location.

13. Students have to fill in the blanks of a text the teacher reads. (see activity 13). Then, from the text, they have to write down the advantages and disadvantages of plastics individually and then check the answers in a plenary. After that, they have to choose, from all the possible actions given, two that they may be able to take to reduce the use of plastics.

14. The teacher gives the students a handout with many pictures of plastic objects and with a list of names that they have to match. (see activity 14).

Resources

For activities 12 and 13 use handout 9 and for activity 14 use handout 10 and the powerpoint presentation plasticobjects4.

Evaluation







Teacher's notesC1 means content

C2 means communicationC3 means cognitionC4 means culture



LESSON PLAN 5. Plastics in our lives-2

Aim: Students will learn which plastics can be recycled and the procedure for recycling plastics.

Teaching objectives

• Teaching the symbols, acronyms, names and uses of different plastics. C1-C2

• Explaining the steps involved in plastic recycling. C1


• Name different plastic objects. C1-C2• Identify the symbols, acronyms, names and uses of different plastics.

C1-C2• State the steps involved in plastic recycling. C1-C3• State both the importance of and difficulties involved in recycling

plastics. C4

Activities

15. The teacher gives the students a handout with a chart they have to fill in individually while the teacher explains symbols, acronyms, names and uses of different plastics. (see activity 15).

16. The teacher gives students a plastic object. They have to identify the plastic and write down a sentence using a writing support. In pairs they have to ask and answer questions about their plastic object and the type of plastic they have. (see activity 16).

17. Seven students will play a game in order to find out the steps to recycle plastics. (see activity 17).

18. Another group of seven students will play a memory game in order to remember the steps to recycle plastics. (see activity 18).

Resources

For activities 15 and 16 use handout 11 and the powerpoint presentation recyclingplastics5, for activity 17 use handout 12 and the cards with pictures and explanations of the steps of plastic recycling and for activity 18 use handout 13 and the seven cards with the title of the recycling steps of plastics.


../powerpoints/recyclingplastics_05.pdf


Evaluation




Teacher's notes






LESSON PLAN 6. Plastics in our lives-3

Aim: Students will learn four properties of plastics, how to test them and how to write a report.

Teaching objectives

• Teaching four properties of plastics: density, thermoplasticity / thermosetting, flame and heat conductivity. C1-C2

• Explaining how to write a report of an experiment. C2

Learning outcomes Learners will be able to:

• Understand four properties of plastics: density, thermoplasticity / thermosetting, flame and heat conductivity. C1-C2

• State how to test these properties C1• Express the results in a table C1-C3• Write a scientific report. C2-C3

Activities

19. Students have to make 4 groups. Each group is going to test a property: density, thermoplasticity/thermosetting, flame test and heat conductivity. The teacher gives the students the materials they need (see activity 19). Students carry out the experiment and write down the results in a chart.

20. Students are going to make a written report of the experiment with the help of a writing support frame (see activity 20). Then they will read or explain it in front of the rest of the class while the others have to fill in the grid of the results of each experiment explained.

Resources

For activity 19 use handout 14 and for activity 20 use handout 15.

Evaluation




Teacher's notes







LESSON PLAN 7. Have you ever heard of polymers?-1

Aim: Students will learn the origin and structures of polymers.

Teaching objectives

• Explaining monomer and polymer. C1-C2• Explaining the origins of polymers: natural, manmade and mixed. C1• Explaining the three types of polymer structures: linear, branched, and

crosslinked. C1• Introduction to the concept of viscosity. C1

Learning outcomes Learners will be able to:

• Identify the difference between monomer and polymer.C1-C2• State the origins of polymers: natural, manmade and mixed and give

some examples. C1• State the three types of polymer structures: linear, branched, and

crosslinked. C1• Show an approximate understanding of viscosity. C1-C3

Activities

21. Students have to say which compounds from the word bank are not polymers (see activity 21).

22. Students have to classity the polymers from the word bank depending on its origin: natural, manmade or a mixture (see activity 22).

23. The teacher explains the three types of polymer structures: linear, branched and cross-linked and students have to write the correspondent structure next to the model picture (see activity 23) Students have to answer a question about the differences of such structures by filling in the gaps of a text from the words given.

24. Students have to build the 3 polymer structures models using paper clips (see activity 24).

25. With each student representing a monomer, 6 student volunteers have to role play the linear structure, 12 the branched structure and 16 the cross-linked structure and try to move (see activity 25). They will answer some questions about the role play and will begin to understand the concept of viscosity.

Resources

For activities 21 and 22 use handout 16 and for activities 23, 24 and 25 use handout 17.



Evaluation


• While they are doing the role play I will evaluate how they respect each other.



Teacher's notes







Aim: Students will learn how to synthesise a cross-linked polymer.

Teaching objectives

• Explaining how to synthesise silly-putty (a cross-linked polymer). C1-C2

• Explaining how to report an experiment C2


• Know what is silly-putty as a toy and chemically. C1-C3-C4• Know the measures of tbsp and tsp not used in Catalonia.C1-C4• Know how to report an experiment C2

Activities

26. Students looking at the pictures of silly putty will realise what it is. Students will know the steps followed to synthesise silly-putty by putting in order the letters of some words, reading the steps aloud and making the experiment in groups of four people. (see activity 26). The teacher explains what tbsp and tsp stand for.

27. Students are going to make a written report of the experiment with the help of a writing support (see activity 27). Then they will read or explain it in front of the rest of the class while the others have to fill in a grid pointing out three good points and a drawback of the explanation

Resources

For activity 26 use handout 18 and for activity 27 use handout 19.

Evaluation

• While they are working individually or in groups I will evaluate their work moving around the class using a grid which summarises the objectives.


• Students will evaluate others report by filling a grid in.• At the end of the lesson I will think about what worked well and what

didn’t.








Aim: Students will test water absorbency in a polymer (sodium polyacrylate).

Teaching objectives• Explaining water absorbency in polymers C1-C2• Explaining osmosis as the reason for water absortion in sodium

polyacrylate. C1-C3• Explaining how to report an experiment C2


• Know that some polymers have the property of absorbing water. C1• Know the concept of osmosis. C1-C3• Test water absorbency in sodium polyacrylate C1• Know how to report an experiment C1-C2

Activities28. Students start answering two questions about polymer properties.

Students will read the steps followed to test water absortion in sodium polyacrylate, predict and explain the behaviour when water is added to the polymer and when salt is added to the formed gel. They have a text where they have to separate words in order to get the explanation (see activity 28). They have to give an explanation using a writing support.

29. Students are going to make a written report of the experiment with the help of a writing support (see activity 27). Then they will read or explain it in front of the rest of the class while the others have to fill in a grid pointing out three good points and a drawback of the explanation.

ResourcesFor activities 28 and 29 use handout 20.

Evaluation• While they are working individually or in groups I will evaluate their

work moving around the class using a grid which summarises the objectives.


• When they do the report I will take into account other students evaluation.





../handouts/handout20.pdf




Aim: Students will test water absorbency in nappies, which have the same polymer studied in the previous lesson.

Teaching objectives• Explaining how to test distilled, tap or salty water absorbency in

nappies C1-C2


• Test water absorbency in nappies C1• Understand the concept of osmosis. C1-C3• Explain phenomena in real life situations from a scientific point of view.

C2-C3-C4.

Activities30. Students predict and then test how much distilled, tap or salty water will

be absorbed by a medium-size disposable nappy. Each group is going to test the absorbency of only one liquid and report the results to the rest of groups. The rest will fill in the chart with the information given by the different groups (see activity 30).

31. Students start this activity with a true-false set of sentences in groups and then check the answers in the plenary. With the information obtained, they have to answer three questions. Finally they play a jigsaw game where working in groups they have to build a text up, each group having a paragraph, and then sharing the information with the others they have to order the text (see activity 31). The text explain the scientific reasons for the results obtained in activity 30.

ResourcesFor activity 30 use handout 21 and for activity 31 use handout 22.











LESSON PLAN 11. Giving shape to plastics-1

Aim: Students will learn the most important manufacturing processes of plastics.

Teaching objectives• Explaining the different manufacturing processes, similarities and

differences between them and objects made by these processes.


• Extract information from a powerpoint presentation. C1-C2-C3• Know the name and use of the main manufacturing processes of

plastics. C1• Identify real life plastic objects with the industrial process. C1-C3.

Activities32. With the information given in the powerpoint presentation (Manufacturing

processes) students have to fill in a table. They have to say if the process uses a mould or not, if extrusion is present in the process, if the plastic is molten, and give one example of objects made by this process. After checking the information written in a plenary, students work in pairs and ask and answer some questions about the manufacturing processes. First orally and then they have to write down the answers using full sentences. Then they do an exercise consisting of putting the vowels needed in order to have the name of the seven processes studied. Finally they have to match objects (pictures) with the manufacturing processes (a number) (see activity 32).

ResourcesFor activity 32 use handouts 23 and 24 and the powerpoint presentation Manufacturing processes.











../powerpoints/manufacturing_processes.pdf



Aim: Students will simulate the most important manufacturing processes of plastics.

Teaching objectives• Explaining the concept of simulation.

• Explaining different ways of simulating the different manufacturing processes.


• Understand the concept of simulation. C1-C2-C3

• Know how to simulate the main manufacturing processes of plastics. C1

• Identify the simulation with the industrial process. C1-C3.

• Identify real life plastic objects with the industrial process. C1-C3.

Activities

33. Individually, students have to find three sentences by ordering words,

introducing vowels or ordering parts of a sentence so as to understand the

concept of simulation. Then, they make 4 groups. Each group is going to do a

simulation of a manufacturing process studied in the previous lesson. The

teacher will do one more simulation. They have to answer some questions

while they are doing the simulation. (see activity 33).

34. Students have to write down a report about the simulation of different

manufacturing processes of plastics and read or explain it in front of the class.

Each group has either a spokes person or they do the presentation together.

The rest of the class has to follow the explanation, answering the questions in

the corresponding simulation and have to fill in a grid pointing out three good

points and a drawback of the explanation. (see activity 34).







• When they do the report I will take into account other students evaluation.


Teacher's notes







Aim: Students will learn the name and use of the most important tools and machines used in the technology classroom for giving shape to plastics.

Teaching objectives• Showing the most important tools and machines used in the technology

classroom for giving shape to plastics.

• Explaining the use of these tools and machines.


• Name the most important tools and machines used in the technology classroom for giving shape to plastics. C1-C2

• Know the use of these tools and machines. C1

• Identify a machine or tool with its picture and its use. C1-C3.

• Respect the others when playing games. C4

Activities

35. Individually, students have to first guess the name (by introducing vowels)

of different tools and machines in a grid, and if they can, the use of them (by

putting words in order). Then the teacher shows different tools and machines

and a powerpoint presentation (tools and machines for plastics) and students

check their previous answers. (see activity 35). Then check students work in

the plenary.

36. Students will play a family card game. There are 13 families. Each family

consists of 3 cards: a picture, a name and a use of a tool or machine (see

activity 36).

ResourcesFor activity 35 use handout 27 and powerpoint presentation tools and machines for plastics and for activity 36 use handout 28 and the cards in teacher notes TN lesson13.








Teacher's notes







Aim: Students will learn how to use the folding machine.

Teaching objectives• Showing the use of the folding machine.

• Explaining how to make a written report of a design.


• Use the folding machine. C1

• Make their own designs. C1-C3

• Make a written report of their own designs. C1-C2

Activities

37. Sudents decide the object and draw the design taking into account

measures and shapes they like and folding lines. They use the folding

machine and as the folding machine can only be used by one person at the

same time, three students can be at the folding machine and the rest can do

some listening or talking extra activities. They can play any of the cards

games they have already played as a revision, they can fill in the gaps of song

lyrics,... Working in pairs one reads a story and the other listens and try to

understand. (see activity 37).

38. Students have to do a written report of their work, including a front page

with the title, name, course and date of the handing out, an index, a general

description of the design, picture/s of the design, a list of tools, machines and

materials used, the steps followed and the evaluation (how did they work,

what did they like most/least, what could be improved) (see activity 38).







Teacher's notes







Aim: Students will learn how to use the vacuum former.

Teaching objectives• Showing the use of the vacuum former.


• Use the vacuum former. C1

• Make their own designs. C1-C3

• Make a written report of their own designs. C1-C2

Activities

39. Sudents decide and draw the design taking into account measures and

shape. They use the vacuum former and as the vacuum former can only be

used by one person at the same time, three students can be in the vacuum

former and the rest can do some listening or talking extra activities. They can

play any of the cards games they have already played as a revision, they can

fill in the gaps of song lyrics,... Working in pairs one can read a story and the

other listens and try to understand. (see activity 39).

40. Students have to do a written report of their work, including a front page

with the title, name, course and date of the handing out, an index, a general

description of the design, picture/s of the design, a list of tools, machines and

materials used, the steps followed and the evaluation (how did they work,

what did they like most/least, what could be improved) (see activity 40).







Teacher's notes






lesson plan 1. are metals better than plastics?-1 aim ... · lesson plan 2. are metals better than...

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